We aim to develop confident, fluent and enthusiastic writers.  Writing is mainly delivered in a cross-curricular manner using our curriculum as the stimulus.  This takes place alongside daily basic skills sessions (which focus on handwriting, spelling and phonics) as well as discreet teaching of ‘Grammar, Punctuation and Spelling’ (GPS) content.


Children are given regular opportunities to produce extended pieces of creative writing. A progression of grammar, sentence level and punctuation objectives are used to inform planning.  


Children are taught a variety of sentence structures; we have recently began to teach Alan Peat sentences, to use within their writing. Children also use success criteria that link directly to their learning objectives. These are used for staff, self and peer assessment. 



Teachers use a range of strategies  to support the teaching of writing. These include:  Quality stimulus, WAGOLLs (What a good one looks like…), Vocabulary mats and displays, checklists and pupil conferencing


¾    All classes begin by reading and discussing quality pieces of writing, exploring different examples of that genre. 

¾    Children are explicitly taught aspects of grammar, sentence level and punctuation relevant to the text type. Staff model these skills and scaffold these where necessary.

¾    Children combine these skills with their knowledge of modelled text examples to plan their own writing.

¾    Children independently apply what they have learnt in their own extended piece of writing.

¾    Children are taught how to edit and improve their work through peer, whole class and small group editing. Children use a success criteria linked to the taught skills to reflect on, edit and then self or peer asses their writing.